Attempts to automate client security at virginia commonwealth university

2004 ◽  
Author(s):  
Doug Stinnette
Keyword(s):  
Virginia Commonwealth University

The NAI Chapter Spotlight: Virginia Commonwealth University

2020 ◽  
Vol 21 (3) ◽  
pp. 259-262
Author(s):  
Ivelina S. Metcheva ◽  
Kimberly A. Macuare
Keyword(s):  
Virginia Commonwealth University

scholarly journals Partnerships Connecting Healthcare and Community-Based Organizations in Virginia

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 545-545
Author(s):  
Patricia Slattum ◽  
Pamela Parsons ◽  
Mary Rubino ◽  
Leland Waters
Keyword(s):  
Primary Care ◽  
Program Participation ◽  
Health And Wellness ◽  
Wellness Program ◽  
Community Based ◽  
Community Based Organizations ◽  
Eastern Virginia Medical School ◽  
Geriatric Education ◽  
Student Training ◽  
Virginia Commonwealth University

Abstract The Virginia Geriatric Education Center (VGEC)’s Geriatrics Workforce Enhancement Program (GWEP) partners with two programs, Senior Strong at Eastern Virginia Medical School in Norfolk, VA and the Richmond Health and Wellness Program at Virginia Commonwealth University in Richmond VA to support their age-friendly initiatives. These programs enhance primary care for an older population experiencing adverse social determinants of health by providing screening around the 4Ms pillars of age-friendly healthcare and connecting participants with healthcare and community-based organizations. These programs offer a rich learning environment for interprofessional students. The VGEC GWEP strengthens these programs by developing faculty and student training in collaboration with the programs and facilitating program participation in the GWEP-CC Age-Friendly Action Community to develop and refine age-friendly practice workflows, referral pathways and documentation.

Virginia Commonwealth University: A Sesquicentennial History

1988 ◽  
Vol 28 (4) ◽  
pp. 674
Author(s):  
Marcia G. Synnott ◽  
Virginius Dabney
Keyword(s):  
Virginia Commonwealth University

A Decade of Changes since the St. Mary's Conference: An Interview with Thomas V. McGovern

2002 ◽  
Vol 29 (1) ◽  
pp. 76-82 ◽  
Author(s):  
Thomas P. Pusateri
Keyword(s):  
American Psychological Association ◽  
Steering Committee ◽  
State University ◽  
Arizona State University ◽  
Doctorate Degree ◽  
Teaching Of Psychology ◽  
Quality Principles ◽  
Industrial Organizational Psychology ◽  
Assessment Committee ◽  
Virginia Commonwealth University

Tom Pusateri received his doctorate degree in 1984 from Ohio State University. He is a professor of psychology at Loras College in Dubuque, Iowa specializing in Social and Industrial/Organizational psychology. He served a 2-year appointment as Assessment Coordinator for his campus, continues to serve on its assessment committee, and has delivered several conference presentations on assessment. Tom serves as Executive Director for the Society for the Teaching of Psychology. Tom McGovern is professor and cofounder of the interdisciplinary Department of Integrative Studies at Arizona State University West. He was the first campus-wide Director of Assessment at Virginia Commonwealth University. Tom chaired the American Psychological Association (APA)/Association of American Colleges' project on liberal learning and study in depth as well as the steering committee for the St. Mary's Conference on Enhancing Undergraduate Education in Psychology (McGovern, 1993). He coauthored the Quality Principles with the steering committee from that APA-sponsored conference (see McGovern & Reich, 1996).

scholarly journals Stem Cell Transplantation Patients and Situational Meaning: A Prospective and Longitudinal View

2019 ◽  
Author(s):  
Jennifer Blosser ◽  
Roy Sabo ◽  
Kathryn Candler ◽  
Karen Mullin ◽  
Amir Toor ◽  
...  
Keyword(s):  
Stem Cell ◽  
Meaning Making ◽  
Illness Perception ◽  
Patient Characteristics ◽  
Cell Transplant ◽  
Prospective Longitudinal Study ◽  
Illness Perception Questionnaire ◽  
Virginia Commonwealth University ◽  
Prospective Longitudinal ◽  
Over Time

ABSTRACTBackgroundThough there is thorough examination of psychosocial issues in SCT, there are few longitudinal studies examining the meaning SCT patients attribute to their treatment.ObjectiveThe object of this study was to examine change in situational appraisal over time, and to explore potential modifiers of that change.MethodsA prospective, longitudinal study of 146 autologous and allogeneic stem cell transplant (SCT) patients at Virginia Commonwealth University (VCU) was conducted to measure situational appraisal over time as per the meaning making model of Park and Folkman (1997) utilizing the Illness Perception Questionnaire-Revised (IPQ-R; Moss-Morris et al., 2002). Participants were administered the instrument prior to transplant, at one, three and six months, and at one-year post-transplant.ResultsChange over time was seen in different diagnoses, donor types, reduced intensity and standard pre-transplant preparative regimens, and between the two major ethnic groups (Caucasian and African American) studied. Many of the patient subgroups had statistically significant findings in measures of illness attribution.ConclusionThe appraisals SCT patients made of their situation in treatment revealed a complex process of appraisal affected by illness, treatment and patient characteristics including disease type, donor type, race, and pre-transplant regimen.

scholarly journals Information Literacy and Instruction: Embedding Information Literacy in an MFA Novel Workshop

2016 ◽  
Vol 55 (4) ◽  
pp. 273
Author(s):  
John Glover
Keyword(s):  
Creative Writing ◽  
Faculty Member ◽  
Information Literacy ◽  
Writing Pedagogy ◽  
The United States ◽  
Writing Programs ◽  
Fiction Writing ◽  
Creative Writing Pedagogy ◽  
Virginia Commonwealth University ◽  
Creative Writing Programs

The rise of graduate creative writing programs in the United States during the twentieth century has been well documented. Less well documented is their connection with academic libraries, particularly in terms of their students’ acquisition of research skills. When I was asked by a faculty member to provide in-depth support for the MFA novel writing workshop at Virginia Commonwealth University (VCU), there were a few articles treating this topic, a few references in creative writing pedagogy books, and a couple suggestive course titles listed in MFA program curricula. In 2012–13, I served as the embedded librarian in this year-long workshop. In that role, I worked with the faculty member to develop assignments that helped students to incorporate research into their fiction-writing practice, met with students for two lengthy research workshops, and subsequently met with students individually as their research deepened.

scholarly journals Nurturing the Student, Sustaining the Mission: 20 Years of the International/Inner-City/Rural Preceptorship Program

2019 ◽  
Vol 51 (10) ◽  
pp. 823-829
Author(s):  
Yeri Park ◽  
Mark H. Ryan ◽  
Sally A. Santen ◽  
Roy Sabo ◽  
Courtney Blondino ◽  
...  
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Inner City ◽  
Rural Areas ◽  
Self Determination Theory ◽  
Care Physician ◽  
Self Determination ◽  
Medically Underserved ◽  
Medically Underserved Areas ◽  
Virginia Commonwealth University

Background and Objectives: Specialized medical school educational tracks aim to increase the primary care workforce. The International/Inner-City/Rural Preceptorship (I2CRP) Program is unique in addressing multiple communities, a large cohort and applying the Self Determination Theory framework. This study examined program impact by analyzing the numbers of graduates matched into primary care and practicing in medically underserved communities. Methods: We compared the match list of I2CRP graduates between 2000 and 2017 (n=204) to non-I2CRP Virginia Commonwealth University School of Medicine (VCU SOM) graduates (n=3,037). We analyzed the matches into primary care, National Health Service Corps (NHSC) priority specialties, and NHSC priority plus general surgery. We searched a federal database to determine which graduates are practicing in workforce shortage areas. Results: Many more I2CRP graduates matched to primary care (71.1%), compared to non-I2CRP graduates (38.2%; P<.001). Within primary care, I2CRP graduates matched to family medicine more frequently than non-I2CRP graduates (36.3% vs 8.4%). Eighteen percent of posttraining I2CRP graduates work in rural areas and 41% work in medically underserved areas. Conclusions: I2CRP graduates are more likely to match to family medicine and primary care. I2CRP curriculum nurtures new medical students’ interest in primary care, and self-determination theory provides a framework to organize the program curriculum. The program’s impact endures as evidenced by participants’ continued work in underserved areas after residency. Increasing support for such programs may help address the primary care physician shortage in medically underserved areas.

Study Abroad in Graduate Adult Learning Curriculum

2016 ◽  
pp. 215-232
Author(s):  
Robin Rimmer Hurst
Keyword(s):  
Adult Learning ◽  
Study Abroad ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Learning Program ◽  
Global Perspectives ◽  
Virginia Commonwealth University ◽  
Changing Demographics ◽  
Study Abroad Program

This chapter illustrates how study abroad experiences can become a key component of an adult learning program. Adult learning educators may face many challenges in the ever changing demographics of the workforce today. Whether a corporate trainer, healthcare professional, literacy and/or English as a Second Language instructor, most adult educators find the need to have a greater understanding of the global environment. Graduate students benefit from international experiences which transform learning by expanding students global perspectives. This chapter explores an inaugural study abroad program in the Adult Learning Graduate Program in the Department of Teaching and Learning at Virginia Commonwealth University. The chapter describes both the challenges and reflections of students and faculty while abroad. Malcolm Knowles' Andragogical framework is the foundation of this study abroad experience. Experiential Learning (Kolbe 1984) and Transformative Learning (Mezirow, 1999) are also explored through students' reflections on the study abroad experience.

scholarly journals The Mid-Atlantic Twin Registry of Virginia Commonwealth University

2019 ◽  
Vol 22 (6) ◽  
pp. 753-756
Author(s):  
Emily C. H. Lilley ◽  
Anne-Taylor Morris ◽  
Judy L. Silberg
Keyword(s):  
South Carolina ◽  
Developmental Psychopathology ◽  
Human Microbiome ◽  
Population Based ◽  
Twin Registry ◽  
Children Of Twins ◽  
Sleep Homeostasis ◽  
Smoking Behaviors ◽  
Dna Collection ◽  
Virginia Commonwealth University

AbstractThe Mid-Atlantic Twin Registry (MATR) is a population-based registry of more than 60,000 twins primarily born or living in Virginia, North Carolina and South Carolina. Researchers may utilize the MATR for administration of research services, including study recruitment, data or sample (e.g., DNA) collection, archival dataset creation, as well as data collection through mailed, phone or online surveys. In addition, the MATR houses the MATR Repository, with over 1700 DNA samples primarily from whole blood available for researchers interested in DNA genotyping. For over 40 years MATR twins have participated in research studies with investigators from a range of scientific disciplines and institutions. These studies, which have resulted in numerous publications, explored diverse topics, including substance use, smoking behaviors, developmental psychopathology, bullying, children’s health, cardiovascular disease, cancer, the human microbiome, epigenetics of aging, children of twins and sleep homeostasis. Researchers interested in utilizing twins are encouraged to contact the MATR to discuss potential research opportunities.

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